Understanding the MOOCs continuance: The role of openness and reputation
Khaled M. Alraimi, Hangjung Zo, Department of Business and Technology Management ; Andrew P. Ciganek, College of Business and Economics, United States
Computers & Education Volume 80, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Massive Open Online Courses (MOOCs) are classes delivered in an online environment with several features that are different from previous approaches to online education. The effectiveness of MOOCs is an open question as completion rates are substantially less than traditional online education courses. The objective of this study is to identify factors that enhance an individual' intention to continue using MOOCs, which a limited amount of research has previously explored. A research model based on the information systems continuance expectation-confirmation model is proposed and tested with data collected in a large-scale study. The research model explained a substantial percentage of the variance for the intention to continue using MOOCs, which is significantly influenced by perceived reputation, perceived openness, perceived usefulness, perceived, and user satisfaction. Perceived reputation and perceived openness were the strongest predictors and have not previously been examined in the context of MOOCs.
Alraimi, K.M., Zo, H. & Ciganek, A.P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80(1), 28-38. Elsevier Ltd.
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Vitor Rocio, Jos Coelho, Sandra Caeiro, Paula Nicolau & Antnio Teixeira, Universidade Aberta
The International Review of Research in Open and Distributed Learning Vol. 16, No. 6 (Dec 03, 2015)
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